1、Applied Linguistics II1 Position and relation2 Position and relation3 Focus On teacher and teaching4 Objectives5 Chapter One History of Language Teaching6 History:reading H.H.Stern(75-116)Richards&Rodgers(1-13)Howatt:1984 A History of English Language7 History:questions for consideration1.Stages or
2、periods?2.Fundamental theories of each stage?3.Characteristics in teaching?4.Contribution of each to todays profession(any reminiscence?5.Objectives of language teaching of each period?8 History:stages by Stern1.17th-19th century2.1880-World War I3.Word War I to 1940114.World War II to 19705.1970s-1
3、980s6.1990s to present day9 History:stages by Kelly1.The Classical Period2.The Middle Ages,3.Renaissance4.The Age of Reason5.The Modern Period10 Significance of history studyThrough studying the history of language teaching we can gain perspective on present-day thought and trends and find direction
4、s for future growth.Knowing the historical context is helpful to an understanding of language teaching theories.(76 Stern)11 Expected products from history study1.A descriptive record of the development of language pedagogy in the past.2.A store of ideas,experiences and practices would be accumulate
5、d which would otherwise be lost and would have to laboriously rediscovered in succeeding generations.(76 Stern)12 points to note1.Each stage has its goal of foreign language teaching and learning.This goal has been the decisive factor on the conceptualization and adoption of methods and techniques.2
6、.History is continuous.The present has evolved from the past,which provides the reason and value for history review.3.Current questions in language teaching are not particular new.(a ready metaphor is“love”13 A metaphor to help understanding LOVEIt is primitive,old,eternal,fundamental.However,each g
7、eneration has unique versions of embodiment,expression,understanding,which provides a source for infinite romance films,poems and novels.Do we discard Romeo and Julie version as out-dated?Why or why not?14 Examples to help understandingLambleys study(1920):French in England 15 Change and Innovation
8、in language Teaching:1880-1990Stern 11316 Before 1880A conflict between formalism and activismSwitch from one to other as the goal of language learning changed.17 FormalismLatin as the principal medium of instruction,scholarship and communication.Goal:to enable clerics to speak and read and write in
9、 Latin.Later,it began to influence language teaching as a school subjectsFocus on form.(rules and configurations)18 ActivismThe vernacular language in E took on a role of social interaction.Studied as FLLearned informally and in a practical way by those who needed them for social purposes.19 Questio
10、ns for reading and considerationsWhat are the two ways used by historians to survey the history?20 Two ways of surveyChronologicalThematic21 Two Methods of History StudyThe synchronic The diachronic22 What are Kellys method of study and viewsP80-83 Stern23 Kellys method of study 3 features1.Sheer ma
11、gnitude of data researched into2.Traces the origin and development of different themes or aspects3.Features have been systematically chosen using Mackeys scheme.24 Kellys viewsPresent day practices and ideas have historical parallels“The total corpus of ideas accessible to language teachers has not
12、changed basically in 2,000 years.What have been in constant change are the ways of building methods form them,and the part of the corpus that is accepted varies from generation to generation,as does the form in which the ideas present themselves”(Kelly 1996:363)25 Reasons Causing Changes in Perspect
13、ives on Language Teaching1.The role of languages in society2.Changes in the intellectual climate of the time3.Shift of emphasis on the objectives of lg teaching4.The conflicts between classical lg and the E vernaculars26 Goals of language teachingSocial(lg as a form of communication1.Artistic-litera
14、ry(as a vehicle for artistic creation and appreciation)2.Philosophical(linguistic analysis)27 17th-19th century:origin of G-T1.Method:pre-Grammar-translation method2.Goal:to develop intellectual abilities(study of Latin grammar became the end in itself.)(p2)(“mental gymnastic”by Tirone)3.Methods:ana
15、lysis of its grammar and rhetoric of classic works.Rote learning of grammar rules28 Grammar-Translation Method:What1.Focus on written texts,esp.classic2.Oral work reduced to reading the text or sentences aloud.3.Texts/sentences used for the study of grammar rules.4.Each grm point is listed,rules exp
16、lained,illustrated with sentences,and eventually memorized by the students.5.Sentences bear no relationship to the language of real communication29 G-T:CharacteristicsGoal:to benefit from the mental discipline and intellectual development.to know about language.Focus:reading and writingVocabulary se
17、lection:based on the reading textsBasic unit for teaching:sentences.Emphasis:on accuracyGrammar:taught deductively.Medium of instruction:L130 G-T:influence and legacyDominated FLT during 1840s-1940sStill widely practiced today,though it has no advocates31 1980-1920 Reform(Rogers at el p7-8)Direct Me
18、thod(Rogers p9-11)Phonetics(Stern 86-94)32 3 features of the period1.Introduction of modern lg into school curricula2.Emancipate modern lg from comparison with the classics3.Teaching method reform33 Effect of the reform of this period1.On school system2.On administrative actions of the gov3.Birth of
19、 special organizations4.Lead to intensive debate on lg teaching34 Reform Movement:Questions1.Time?2.People?3.Main trends?4.Assumptions and believes?5.Principals for the development of teaching method?6.Principals of language teaching?35 Time1.1880s1920s36 People1.Henry Sweet(Britain)2.Vilhelm Vietor
20、(Germany)3.Paul Pasy(France)37 Main trends1.The emergence of phonetics and IPA2.The emergence of applied linguistics(8 Rogers)3.Content of teaching shifted from grammar to speech patterns.38 Assumptions and Believes of IRP1.The study of the spoken language2.Phonetic training inorder to establish goo
21、d pronunciation habits3.The use of conversation texts and dialogues to introduce conversational phrases and idioms4.An inductive approach to the teaching of grammar5.Teaching new meanings through establishing associations within the target lg rather than by establishing associations with the mother
22、tongue.39 Principals for the development of teaching method1.Careful selection of what is to be taught2.Imposing limits on what is to be taught3.Arranging what is to be taught in terms of the four skills of listening,speaking,reading,and writing4.Grading materials from simple to complex40 Principals
23、 of FLT1.The spoken lg is primary and that this shd be reflected in an oral-based methodology2.The findings of phonetics shd be applied to teaching and to teacher training3.Learners shd hear the language first,before seeing it in written form4.Words shd be presented in sentences,and sentences shd be
24、 practiced in meaningful contexts and not be taught as isolated,disconnected elements5.The rules of gr shd be taught only after the ss have practiced the grammar points in context that is,gr shd be taught inductively6.Translation shd be avoided,although L1 could be used in order to explain new words
25、 or to chech comprehension41 The Direct Method1.Time?2.People?3.Assumptions?4.Principals?5.Classroom techniques?6.American attempt7.Weaknesses?8.Contributions?42 Time1.1860-192043 People1.Gouin2.Sauveur3.F.Franke4.Berlitz44 Assumptions1.Ideas from children learning L12.Natural method3.Direct link be
26、t.Form and meaning4.Monolingual approach 5.Learn by using it actively in the classroom45 Principals and procedures of LT1.Rogers(9-10)46 Classroom techniques1.Rogers(10)47 American Attempt1.In the early 1900s,Americans followed E trend and implemented Direct Method in schools2.The Coleman Report:adv
27、ocated that a more reasonable goal for a FL course would be a reading knowledge of a foreign lg,achieved through the gradual introduction of words and grammatical structures in simple reading texts48 Weaknesses1.Lacked a thorough methodological basis2.overemphasized and distorted L1 learning and L2
28、learning in classrooms3.Ignored the realities of the classroom4.Lacked a rigorous base in AL(enlightened amateurism)5.Dependent on the Ts skill(need for a native speaker in the classroom)6.Over-emphasis on monolingual teaching7.Poor course materials(not systematic)49 Contributions1.Innovation at the
29、 level of teaching procedures.2.Foundation for the following development50 Phonetics1.Stern 88(Stern used it to illustrate the ways of using primary sources in history of FLT.The method is worth looking into.)51 1920-1940Compromise Method:solve the problem of method conflicts thro practical and real
30、istic solutionsThe Coleman Report(US)and West in B:the reading approach52 Pioneer attempts worth mentioning1.To resolve t prob.by research methods2.Recommended the placing of lg into a cultural context3.Word count studies4.Based lg pedagogy on theoretical disciplines5.Pioneer studies on testing6.Rec
31、ommended the eclectic Compromise Method7.Reading highlighted as the primary goal in FLL.53 1940-1970The key trend?Its social background?Key features?Major effects?The major events and contributions?54 The key trend of the periodThis period witnessed the rise and fall of the audiolingualism in the U.
32、S.and else where.41 beginning60s peak65-70 decline55 Social Background1.The U.S.Army Programs2.Language diversity in the post-war years3.World languages in the UN and UNESCO4.National or regional languages occurred.To secure inter-communication on a national or international level more lg had to be
33、learnt as second lg by more people.56 Key features of the“Army Method”1.Linguistic scholars were called in to tackle lg teaching problems2.Traditional classroom teaching found to be inadequate.3.Lg training to the public4.Intensive lg training and an oral emphasis57 Major effect1.Changed the approac
34、h to lg teaching in the U.S.in the radical way.2.An enormous influence on post-war thinking about lg teaching.3.A set of teaching techniques.4.The language lab58 Major events1.An increasing intellectual awareness of,and an interest in the scientific study of lg problems2.Radical reform in pedagogy3.
35、Contrastive analysis4.Language lab5.Teaching of FL to third world countries(UN)6.Immersion program in Canada(65)7.Founding of lg centre59 Radical reform in pedagogy1.The use of a new technology2.New organizational patterns3.Methodological innovations4.Development of ambitious new lg materials and lg
36、 teaching programs5.Teacher education schemes6.A new research interest60 1970s-1980s1.Decades heavily influenced by Chomsky2.Applied linguists in Britain3.Flourish of academic research and emergence of new ideas and new disciplines61 Five Major Trends1.New methods2.New approaches to lg curricula3.Hu
37、man relations and individualization in the lg class4.Lg learning research5.Communicative lg teaching62 New methods1.The Silent Way2.Community Lg Learning3.Suggestopaedia4.CLT63 Lg Curricula1.A concern with lg teaching objectives,language content and curriculum design.Eg.Threshold Level syllabuses No
38、tional-functional Language for Special Purposes64 Focus on the Learners as Individuals1.Human values2.Human relations3.Social aspect of human beings4.Affective climate and traitsEg.Silent Way Community Lg Learning Suggestopaedia65 Language Learning ResearchSLA ESLEFLTESOEL66 Communicative Language T
39、eaching67 Chapter IIMajor Language Teaching Approaches68 Richards and Rodgers FrameworkThree levels of conceptualizationDesign(objectives,syllabus,content)procedures69 The Oral Approach and Situational Lg Teaching:ReadingRogers and Richards(31-41)70 The Oral Approach and Situational Lg Teaching:Ques
40、tions1.When did it emerge,prevail?2.Who were the leading figures in the Applied Linguistics at that time?3.What were their views on language and language teaching?4.Why was it known as the“situational approach”?5.Whats the difference between Direct Method and the Oral Approach?6.What are the main ch
41、aracteristics of the approach?7.What is the theory of language behind it?8.What is the theory of learning?71 Time1.Origin:1920s and 1930s2.1930s-1960s72 Leading personsBritish Apply Linguists:1.Harold Palmer2.A.S.Hornby3.Otto Jespersen4.Daniel Jones5.Michael West6.A.S.HornbyThey carried out a system
42、atic study of the principles and procedures that could be applied to the selection and organization of the content of a language course.73 Views on LanguageVocabulary controlGrammar control74 Vocabulary controlRecognized the role of vocabulary,so developed principals of vocabulary control,selected a
43、 core of 2,000 words or so through frequency counts,which were in fact the first attempts to establish principles of syllabus design in lg teaching.75 Grammar controlPalmer viewed gr as the underlying sentence patterns of the spoken language.The Applied Linguists analyzed English and classified its
44、major grammatical structures into sentence patterns(substitution tables)Eg.ALD of Current English(1953)A Handbook of English Grammar(1945)Guide to Patterns and Usage in English (1954)76 Main Characteristics1.Lg teaching begins with the spoken lag.Material is taught orally before it is presented in w
45、ritten form.2.The target lag is the lag of the classroom.3.New lg points are introduced and practiced situationally.4.Vocabulary selection procedures are followed to ensure that an essential general service vocabulary is covered.5.Items of grammar are graded following the principle that simple forms
46、 shd be taught before complex ones.6.Reading and writing are introduced once a sufficient lexical and grammatical basis is established.77 Theory of language:British Structuralism1.Speech was the basis of lg2.Structure was at the heart of speaking ability.3.Structures shd be presented and practiced i
47、n situation.78 Its Distinctive Feature British“Structuralism”:lg was viewed as purposeful activity related to goals and situations in the real world.(meaning/context/situation)Knowledge of structures must be linked to situations in which they could be used.79 Theory of lg1.Behaviorist habit-learning
48、 theory.It addresses primarily the processes rather than the conditions of learning.receiving memorize use skill2.Inductive approach to the teaching of grammar.80 Practice Task1.Study the design and procedure.2.Select a unit from a text book based on the approach and teach the content according.(mic
49、ro-teaching to classmates and recorded)3.Organize discussion and comments around the presentation.81 ObjectivesTo teach a practical command of the four basic skills of lg.1.Accuracy in voca.gra.2.Errors to be avoided.3.Automatic control of baisc structures and patterns,which is achieved through spee
50、ch work.4.Writing derives from speech.82 The syllabusA structural syllabus1.A list of the basic structures and sentence patterns arranged according to their order of presentation.83 Learning teaching activities1.Presentation:situational2.Practice:drill-based;going from controlled to freer activities
